elearning_articles http://feed.informer.com/digests/G0NKBYZXZC/feeder elearning_articles Respective post owners and feed distributors Thu, 02 Aug 2018 19:42:29 +0000 Feed Informer http://feed.informer.com/ Real-time automatic prediction of treatment response to transcatheter arterial chemoembolization in patients with hepatocellular carcinoma using deep learning based on digital subtraction angiography videos. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156838881&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:7bc3d37c-e012-88c7-6850-8187f8259c76 Thu, 01 Dec 2022 05:00:00 +0000 Cancer Imaging; 12/01/2022<br/>(AN 156838881); ISSN: 17405025<br/>CINAHL Complete E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156911353&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:d63d87cc-f4f7-c609-97ec-c8c82427ae1d Fri, 15 Jul 2022 04:00:00 +0000 Journal of Affective Disorders; 07/15/2022<br/>(AN 156911353); ISSN: 01650327<br/>CINAHL Complete Can teachers' digital competence influence technology acceptance in vocational education? https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155905479&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:720b624f-4de8-155b-02de-33c95f82601d Fri, 01 Jul 2022 04:00:00 +0000 Computers in Human Behavior; 07/01/2022<br/>Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the technology acceptance model (TAM) in the context of vocational education, and to examine the relationship between self-assessed teachers' digital competence belief and their acceptance of and intention to use technology in their classroom. Data were collected via a self-administered questionnaire and the responses of 2011 vocational teachers were analysed. Applying structural equation modelling, the results show that the TAM adequately explains teachers' intention to use digital tools in vocational education; further, there are positive and significant relationships between teachers' beliefs about their digital competence and their beliefs about technology ease of use and the perceived usefulness of technology in teaching; this latter, positively correlates with technology use intention. Understanding the factors interplaying with teachers' acceptance of technology and use intention is important for designing teacher training to enhance the successful integration of technology and to foster the connectivity between the different learning locations of vocational education. • Technology Acceptance Model explains vocational teachers' intention to use technology. • Perceived technology usefulness mostly influences the teachers' intention to use technology. • Teachers' Digital Competence Belief directly influences beliefs about technology. • Perceived usefulness mediates the effect of Digital Competence Belief on technology use intention.<br/>(AN 155905479); ISSN: 07475632<br/>CINAHL Complete How do you feel today? Nurturing emotional awareness among students in online learning. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156218417&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:0701f0d6-1a91-60fb-054b-10cdaf820e0d Wed, 01 Jun 2022 04:00:00 +0000 Reflective Practice; 06/01/2022<br/>Integrating strategy in education to improve the well-being of the students is an undisputable responsibility of teachers. This study assessed the perceptions of the students on the 'How do you feel today-strategy' used by the teacher in her instruction as a way to promote emotional awareness among students and further utilized the information in strategizing online instructions. Mixed-method action research was utilized in this study. The action was implemented in one intact class and twenty-eight preservice teachers' participants volunteered to answer the questionnaire and structured interview questions. The strategy used by the teacher gained positive perceptions from the participants and revealed that it highlighted their emotional awareness. The sense of belonging and a way of validation and reflection of emotions were also determined in the inclusion of the strategy in the instruction. The strategy was also found to bridge the gap of connection between students in the online learning setting and brought positivity in the classroom. The use of this strategy is recommended to be used in other classroom with conscious effort of determining student's characteristics.<br/>(AN 156218417); ISSN: 14623943<br/>CINAHL Complete Effects of regulatory focus on online learning engagement of high school students: The mediating role of self‐efficacy and academic emotions. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156451507&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:b2ba209e-6317-ad65-f642-a9e19cce9965 Wed, 01 Jun 2022 04:00:00 +0000 Journal of Computer Assisted Learning; 06/01/2022<br/>Background: Since the outbreak of COVID‐19, online courses have been extensively used from K‐12 to higher education. Online learning engagement, an important factor in online learning success, is currently at a low level in high school. Meanwhile, the research on the factors that influence high school students' online learning engagement is still limited. Objectives: Based on the theories of regulatory focus and value control, this study developed a multi‐mediation model to investigate whether self‐efficacy and academic emotions can mediate the relationship between regulatory focus and online learning engagement. Methods: A total of 926 high school student (52.16% female, mean age = 16.47 years) were recruited to participate in this study and completed self‐report measures of regulatory focus, online learning engagement, online learning self‐efficacy and academic emotions. And we used SPSS macro PROCESS developed by Hayes to examine the mediating role of online learning self‐efficacy and academic emotions. Results and Conclusions: The results indicated that promotion focus had a stable positive effect on online learning engagement of high school students, whereas prevention focus had a significant negative effect on the same. Self‐efficacy and positive emotions had a significant positive mediating effect between promotion focus and online learning engagement. Moreover, positive emotions had a significant positive mediating effect between the prevention focus and online learning engagement, while negative emotions had a significant negative mediating effect between them. Lay Description: What is already known about this topic: Regulatory focus is a self‐regulatory motivational orientation that has a significant impact on online learning for university students.Self‐efficacy and academic emotions are among the main factors that influence online learning engagement.Online learning has spread due to the COVID‐19 pandemic. Lack of understanding of online learning engagement for high school students. Lack of experience of teachers in teaching online. What this paper adds: Promotion focus had a steady significant positive effect on high school students' online learning engagement, while prevention focus had a significant negative effect on high school students' online learning engagement.Self‐efficacy and positive emotion had a significant positive mediating effect between promotion focus and online learning engagement.Positive emotion had a significant positive mediating effect between prevention focus and online learning engagement, while negative emotions had a significant negative mediating effect between them. Implications for practice and/or policy: These findings provide suggestions for instructional strategies for the online classroom. (1) It is important for online teachers to design appropriate learning contexts to initiate a promotion focus for learners in order to increase online learning engagement. For example, by designing online learning contextual elements such as learning activities, learning atmosphere, social interactions, media resources, and contexts, online learners' tendency to promotion focus is activated and learners' level of engagement in online learning is increased. (2) Online teachers can promote learning engagement by initiating a promotion focus, or they can improve students' accountability by initiating their prevention focus, as appropriate. (3) To ensure a certain level of engagement in online learning, teachers should use teaching and learning assessment methods that are predominantly promotion‐focused and supplemented by prevention‐focused methods to accommodate students' different motivational orientations.<br/>(AN 156451507); ISSN: 02664909<br/>CINAHL Complete Covid-19 Pandemic and Online Education: Impact on Students, Parents and Teachers. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156614722&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:ea110c23-a652-1321-bae7-72c0b13762c9 Wed, 01 Jun 2022 04:00:00 +0000 Journal of Human Behavior in the Social Environment; 06/01/2022<br/>The sudden outbreak of COVID-19 and resultant lockdown led to the disruption of classical pedagogy methods and a mandatory shift toward online mode. The impact of this unplanned enforcement of online education was assessed on Indian students, parents and teachers. An online survey was designed with questions based on ease of accessibility, attentiveness, learning outcome, stress level, preferred learning mode, and was shared through Gmail and Whatsapp. Almost all the respondents could access virtual platforms; 48.3% found themselves inattentive during the online classes, while 71.6% were not satisfied with respect to understanding the topic. Academic integrity also needs serious assessment, as only 11.3% of students were sure that no unfair means were used during the online assessment. Increased workload (57.7%) and screen time (94.2%) of children have become a concern for parents. Online education has provided a solution in the current scenario, but it cannot replace offline learning which ensures the holistic development of young minds for a better future.<br/>(AN 156614722); ISSN: 10911359<br/>CINAHL Complete An eLearning module is comparable to face-to-face teaching in a nursing human pathophysiology subject. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156781825&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:070d4233-10ae-e367-a6cc-bf5c5ef1646c Wed, 01 Jun 2022 04:00:00 +0000 Nurse Education Today; 06/01/2022<br/>Human pathophysiology is important in undergraduate nursing education to help students develop clinical reasoning skills. Traditionally pathophysiology education in undergraduate nursing is taught face-to-face. However, eLearning in nursing curricula may provide flexible delivery options. With increased inclusion of technology enhanced learning in nursing curricula, a hematology eLearning module was evaluated in a pathophysiology subject to determine whether it was comparable to face-to-face learning. Single-blind randomized pre-test/post-test controlled trial. School of Health and Behavioural Sciences, University of the Sunshine Coast. A total of 271 second-year undergraduate students enrolled in Human Pathophysiology were included in the study. Students were from three bachelor programs: Nursing Science; Paramedic Science; and Clinical Exercise Physiology. Students were randomly allocated to either the experimental group (n = 85) or the control group (n = 186). A hematology eLearning module was designed to be self-directed and learner-centered, guided by constructivist learning theories for delivery in the human pathophysiology subject. The experimental "eLearning" group completed the module independently, and the control "face-to-face" group completed equivalent paper-based activities facilitated by a tutor. All students completed a pre-test assessment and two post-test assessments two weeks after the intervention and at the end of the subject. There was no significant difference in assessment scores between the experimental and control groups, or between nursing and other programs. eLearning was comparable to face-to-face teaching in this study. We recommend further research to strengthen the links between pathophysiology theory to clinical reasoning skills using eLearning. • eLearning can be a comparable mode to face-to-face learning for nursing students. • Technology enhanced learning, and specifically eLearning, requires consideration of learning theories to guide nursing curriculum design. • Nursing academics need time and expert skills to develop technology enhanced learning content.<br/>(AN 156781825); ISSN: 02606917<br/>CINAHL Complete Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156805180&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:b74f0f78-76ab-1f1c-f1a6-b038d05b5d03 Wed, 01 Jun 2022 04:00:00 +0000 Journal of Psychoeducational Assessment; 06/01/2022<br/>This study aimed to adapt and validate a Chinese version of the online self-regulated learning questionnaire (COSLQ) with Chinese junior secondary students in Hong Kong. A total of 716 students from six schools participated voluntarily in the study. Overall, the findings of this study supported the COSLQ's psychometric quality. The COSLQ subscales all demonstrated high internal consistency. Different measurement models were tested using confirmatory factor analysis. The results indicated that a 7-factor model best fit the data, suggesting that the participants could distinguish seven types of online self-regulatory strategies: goal setting, environment structuring, time management, effort regulation, cognitive/monitoring strategies, help seeking, and self-evaluation.<br/>(AN 156805180); ISSN: 07342829<br/>CINAHL Complete Linking maternal involvement in child online learning to child adjustment during the COVID-19 pandemic: The moderating role of maternal mindfulness. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156805007&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:187edd3e-24a4-a6c7-4b8b-77a695a71f24 Wed, 01 Jun 2022 04:00:00 +0000 Journal of Social & Personal Relationships; 06/01/2022<br/>In the face of COVID-19, many schools have to educate their students using online activities. During this time, whether and how parents are involved may be of particular importance for young children—who are less able to learn independently via the Internet due to their developmental immaturity. Therefore, this study examined the cross-sectional association of maternal involvement in child online learning with child adjustment during the COVID-19 pandemic and tested maternal mindfulness as a moderator. Data were collected from 236 mothers of kindergarten-aged children (mean age = 55.91 months; 75% of them were girls) during the fourth wave of COVID-19 outbreak in Hong Kong, China. Using paper-and-pencil questionnaires, mothers rated their involvement and mindfulness and their children's pre-academic ability and internalizing and externalizing behaviors and provide demographic information. Regression models revealed that maternal involvement was associated positively with child pre-academic ability and negatively with child internalizing behaviors, but such associations were only significant for children with more mindful mothers. Maternal mindfulness did not moderate the negative association between maternal involvement and child externalizing behaviors. Findings highlighted the role of maternal mindfulness in child development, suggesting that it may be crucial to promote maternal involvement and mindfulness during the pandemic and perhaps beyond.<br/>(AN 156805007); ISSN: 02654075<br/>CINAHL Complete Limited accessibility of free online resuscitation education for people with disabilities. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156856155&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:e5b94ade-ca68-6f6c-186f-796d55fc9923 Wed, 01 Jun 2022 04:00:00 +0000 American Journal of Emergency Medicine; 06/01/2022<br/>(AN 156856155); ISSN: 07356757<br/>CINAHL Complete Effects of BEST in CLASS–Web on Teacher Outcomes: A Preliminary Investigation. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156937105&site=ehost-live TI ( (distance or digital or online or internet or web or mobile) N2 (learn* or teach* or education) urn:uuid:4820b20a-cc50-e21d-7828-e4539165d813 Wed, 01 Jun 2022 04:00:00 +0000 Journal of Early Intervention; 06/01/2022<br/>This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers' classroom quality, self-efficacy, implementation of the BEST in CLASS practices, acceptability of the intervention, and costs of delivery. Positive outcomes on several dimensions of classroom quality were found for the BEST in CLASS–Web condition when compared with the BEST in CLASS and control conditions. Alternatively, teachers' sense of self-efficacy was greater when BEST in CLASS was delivered in person when compared with teachers who received online delivery or those in the control condition. Finally, teachers in both treatment conditions increased their use of the practices in comparison with control teachers. Teachers in both treatment conditions rated BEST in CLASS with high levels of acceptability. Implications and future research directions are discussed.<br/>(AN 156937105); ISSN: 10538151<br/>CINAHL Complete Abstract #996733: Success of Interactive, Online Education Related to Application of CVOT Data in Real-World Patient Cases http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c1 elearning urn:uuid:d34cb507-845c-f858-7511-b9e8fb905a9a Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Larkin A.,LaCouture M.,Le A.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Endocrine Practice</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c1">Abstract #996733: Success of Interactive, Online Education Related to Application of CVOT Data in Real-World Patient Cases</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2021</span> </div> <div class="field" > <strong>Issue:</strong> <span>6 Supplement</span> </div> <div class="field" > <strong>Volume:</strong> <span>27</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Objective: We sought to determine if interactive, case-based, online continuing medical education (CME) could improve the competence and confidence of diabetologists/endocrinologists (D/Es) and cardiologists related to applying new antihyperglycemic CVOT data for both primary and secondary CV prevention in real-world patient cases. &lt;br/&gt;Method(s): Educational design included a &quot;test, then teach&quot; approach to elicit cognitive dissonance, with evidence-based feedback provided following each learner response. A repeated pairs pre-/post-assessment study design and chi-square test (P &lt;.05 is considered significant) assessed educational effect, with Cramer&apos;s V being used to assess educational impact (0.06-0.15 is a noticeable effect, 0.16-0.26 considerable, and &gt;0.26 extensive). The activity launched September 22, 2020 and data were collected through December 4, 2020. &lt;br/&gt;Result(s): In total, 89 D/Es and 145 cardiologists were included in the analysis. Overall, there were competence and confidence improvements seen among all groups from pre- to post-assessment: 13. 28% of D/E (P&lt;.01, V=.32) and 52% of cardiologists (P&lt;.01, V=.48) improved at educating patients about strategies to mitigate common side effects of GLP-1 receptor agonists 14. 53% of D/E (P&lt;.01,V=.52) and 59% of cardiologists (P&lt;.01, V=.51) improved at selecting the most appropriate intensification regimen that includes primary prevention of CV events 15. 44% of D/E (P&lt;.01, V=.42) and 28% of cardiologists (P&lt;.01, V=.25) improved at calculating/estimating the patient&apos;s ACC/AHA 10-year CVD risk 16. 17% of D/E and 28% of cardiologists had measurable increases in confidence in in applying guideline recommendations for CV risk reduction in patients who have T2D Discussion/Conclusion: This study demonstrates the success of interactive, case-based, online CME on improving competence and confidence of D/Es and cardiologists related to application of CVOT data in real-world patient cases. Case-based education with interactive polling questions and detailed explanations related to best choices should be employed more often to help clinicians apply knowledge/data into practice to improve patient management and care.&lt;br/&gt;Copyright &amp;#xa9; 2021</span> </div> Realization of a Dental Physiology Course Using Active and Online Learning http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c2 elearning urn:uuid:8a63e707-9dac-021c-ebda-01ad788412fe Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Metz C.J.,Metz M.J.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB Journal</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c2">Realization of a Dental Physiology Course Using Active and Online Learning</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2019</span> </div> <div class="field" > <strong>Issue:</strong> <span>SUPPL 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>33</span> </div> <div class="field" > <strong>Abstract:</strong> <span>In the Health Sciences, many programs are undergoing significant revisions to improve student learning. Over the past 5 years, A Dental Physiology course at the University of Louisville has been revitalized to include modern active and online learning strategies. A new learning modality was added each year, and the effectiveness of these strategies was assessed via the Scholarship of Teaching and Learning. Year 1: In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture, followed by &quot;breaks&quot; that can consist of minute papers, problem sets, brainstorming sessions, or open discussion. Over 125 active learning modules were developed and the use of engaging lectures led to higher averages on unit exams compared to traditional didactic lectures (8.6% higher, p&lt;.05, n=120). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher, p&lt;.05). Year 2: Online modules were produced in order to help students review basic physiological concepts prior to lecture. Students exhibited a significant increase in post-test scores with the use of online review modules (46% increase, p&lt;.0001). Eight videos have been developed with over 1.5 hours of instructional information. Year 3: A YouTube channel was created to provide students with solutions for difficult physiology problems. Using a SmartBoard, problem solutions were recorded in order to help students determine how to appropriately approach problems in a systematic fashion. The channel contains more than 30 videos, with over 400, 000 views. Year 4: Team-based Learning (TBL) modules were implemented into the course. In TBLs, students take a quiz individually and then retake the quiz in small groups, given time to discuss each of the questions. Following this discussion, students then complete another individual quiz over similar content. TBLs improved student scores on the post-test quizzes (10% increase, p&lt;.05). Five TBLs are now utilized in the course. Year 5: A series of Clinical Scenario videos were created, which showcase the physiological basis of medical emergencies in the dental office. The videos resulted in a significant increase in exam performance on clinical application questions (6.2% increase, p&lt;.05). While each of these pedagogies has been shown to be individually effective, the creation of an extensive teaching toolbox has resulted in significant gains for the course as a whole. The teaching evaluations have been extremely positive and the faculty have received several awards during this time. The results of these studies demonstrate that methodical implementation of modern teaching methods can revitalize existing courses in the Health Sciences and improve student perceptions and comprehension.</span> </div> Effectiveness of learning through online modules compared to lecture format in medical undergraduate curriculums http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c3 elearning urn:uuid:8763554a-efd9-4623-6123-9e7509e69d85 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Doroudi M.,Johnson K.,Finlayson S.,Fejtek M.,Macrae N.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB Journal</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c3">Effectiveness of learning through online modules compared to lecture format in medical undergraduate curriculums</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2019</span> </div> <div class="field" > <strong>Issue:</strong> <span>SUPPL 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>33</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Background Interactive modules have been shown to be effective avenues for medical education. With recent changes to medical undergraduate curriculums, particularly at UBC, modules can serve an important role for both students and educators as a resource for creating well-rounded content. As part of week 63 in the UBC undergraduate curriculum (Abnormal Uterine Bleeding), we created an educational module on gestational trophoblastic disease (GTD) to serve as an independent curricular activity. The purpose of this study was to evaluate the effectiveness of developing the curricular content of GTD into an online educational module. Methods Second year UBC medical students were evaluated in two sequential academic years with one class receiving a lecture on GTD (lecture-based group) and one class completing a module on GTD during allocated curricular time (module-based group). The educational module on GTD was developed with a focus on an interactive, case-based approach. Surveys evaluating subjective knowledge acquisition were administered. Results Of the module-based group, 59% felt their knowledge of GTD was strong or very strong compared to 21% of the lecture-based group after the educational intervention. Fewer students in the module-based group identified their knowledge of basic science concepts (placental development, genetics) as poor or very poor after completing the module. Of those who completed the module, 86% would like to see more educational modules for other curricular topics. Conclusions Educational modules can help support evolving medical undergraduate curriculums and provide subjectively similar, if not improved educational outcomes. Overall, students would like to see more educational modules on curricular topics.</span> </div> When Students Choose E-learning Resources-the Importance of Ease and Convenience http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c4 elearning urn:uuid:058d57a5-c84c-bddb-09a0-f78378f2c233 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Hortsch M.,Rodenbarger L.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB Journal</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c4">When Students Choose E-learning Resources-the Importance of Ease and Convenience</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2019</span> </div> <div class="field" > <strong>Issue:</strong> <span>SUPPL 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>33</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Electronic learning resources are popular with today&apos;s students. How students choose their favorite e-learning tools has not been investigated in detail and therefore is not well understood. The popular SecondLookTM (SL) Histology e-learning self-review tool was offered in three different formats to students participating in two different histology courses at the University of Michigan (CDB450/550 and DENT510). The SL formats included downloadable PowerPoint files, an interactive online website, and a mobile smartphone and computer tablet application (app). Identical in content, each format had specific advantages and disadvantages with respect to the types of compatible devices, user features, and access limitations. Upon the conclusion of their courses, students were surveyed about their format choices and reasons for their selection, as well as usage patterns. Only 3 out of 213 participating students (91.4% participation rate) reported not having used the SL resource. Many students (46% CDB450/550, 64% DENT510) tried only one resource format, with PowerPoint being the most popular final choice (56% CBD450/550, 64% DENT510). Although the interactive website and mobile app offered several user-friendly features not available within the PowerPoint files, they each only garnered approximately 20% final popularity in both courses. &quot;Convenience,&quot; &quot;larger screen,&quot; and &quot;easy to use&quot; were given most often as reasons for students&apos; PowerPoint software format choice. The flexibility of time and place to use the resource and availability of features were also named as factors in the format selection. The access to a mobile learning tool enticed some students to use this resource in distractive environments. It also encouraged some students to forgo other learning resources, specifically textbooks, and the course website. These results suggest that today&apos;s students are in fact less motivated to actively seek out novel, high-tech learning resources than commonly believed and instead often select easy to use and convenient review tools with which they are familiar. The study received an exempt status from the University of Michigan IRB.</span> </div> The Efficacy of a Cadaver-based Online Teaching Resource on Improving Physiotherapists' Anatomical Knowledge: A Pelvic Health Perspective http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c5 elearning urn:uuid:638ce730-d06a-3358-d547-9fba4d676804 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Gastle N.,Robson N.,Hauck K.,McWatt S.,Jadeski L.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB Journal</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c5">The Efficacy of a Cadaver-based Online Teaching Resource on Improving Physiotherapists&apos; Anatomical Knowledge: A Pelvic Health Perspective</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2019</span> </div> <div class="field" > <strong>Issue:</strong> <span>SUPPL 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>33</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Neuromuscular dysfunction of the pelvic floor and perineum can negatively impact several populations including the elderly, parous women, and athletes. Pelvic health physiotherapists assess and treat neuromuscular dysfunction of the perineal and pelvic diaphragmatic regions using targeted physical therapy techniques. Consequently, they must rely on their understanding of the complex anatomy of the pelvic floor to guide them during the assessment and treatment of their patients. In Canada, physiotherapists who choose to specialize in pelvic health enroll in continuing education courses to learn clinical concepts and techniques associated with the specialty. However, an initial pilot study revealed that the majority of physiotherapists attending these entry-level pelvic health courses had limited prior knowledge of the anatomy relevant to the specialty. Since pelvic anatomy is foundational to the pelvic health specialty, entering the course with insufficient anatomical knowledge may limit the physiotherapists&apos; abilities to learn and execute more advanced clinical procedures. To improve baseline pelvic anatomy knowledge, a cadaver-based online teaching resource, the Pelvic Health Anatomy Module (PHAM), was created and evaluated in the present study. The study was conducted to assess: (1) the efficacy of the PHAM to enhance physiotherapists&apos; anatomical knowledge before entering a pelvic health course, and (2) if having stronger anatomical knowledge prior to the onset of the course impacted their understanding of the course concepts. Physiotherapists (n = 23) were given one of two anatomy education resources to review before the beginning of an entry-level pelvic health certification course - the experimental group received the novel PHAM resource, while the control groups reviewed a traditionally-used online video resource. Participants who received the PHAM perceived it as &quot;very useful&quot;, while the control group perceived the traditional videos as &quot;useful&quot;. The average for the group who reviewed the PHAM was higher for the anatomy scores at the beginning, end, and one week after completion of the course than the group who reviewed the control resource. Furthermore, the average for the group who reviewed the PHAM was higher on evaluations of course concepts compared to the groups who reviewed the control resource. The initial results of this study support the development and use of comprehensive and purposeful anatomy resources for continuing education courses in healthcare, particularly physiotherapy, to enhance foundational knowledge and facilitate better application of course concepts.</span> </div> Analyzing Student Preferences and Accessibility for Online Anatomical Learning: An Assessment of BlueLink Anatomy http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c6 elearning urn:uuid:c16db264-6fd2-b452-035b-e6a744052091 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Hurwitz R.M.,Prall C.R.,Fox G.M.,Alsup B.K.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB Journal</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c6">Analyzing Student Preferences and Accessibility for Online Anatomical Learning: An Assessment of BlueLink Anatomy</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2019</span> </div> <div class="field" > <strong>Issue:</strong> <span>SUPPL 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>33</span> </div> <div class="field" > <strong>Abstract:</strong> <span>BlueLink is a digital multimedia resource which provides high quality, expert-reviewed anatomical resources free for educational use and accessible via the web. The BlueLink website was assessed by survey for user demographics and preference data. Data from the survey indicate consumers outside of U-M are primarily learners from other medical institutions (85.6%). The majority of users came to the site via teacher or peer recommendation (58.4%), or an online search (40.7%), and most use the site for personal study purposes (91.8%). The preferred resources were 1) Online Practice Questions, 2) QuizLink Interactive Quizzes, and 3) BlueLink Cadaveric Atlas Images. Users suggest a potential benefit from making the site easier-to-navigate. These results indicate that while BlueLink has an international student user base, it can still expand to provide more of the requested video and animation-based resources for its diverse variety of anatomical learners. These results demonstrate that digital resources, specifically cadaveric and quiz-based, are highly utilized and preferred by anatomy students.</span> </div> Utilizing Inquiry Based eLearning Modules for Pre-Lecture Content Delivery in a Molecular Biology Course at an Australian University to Facilitate Active Learning in the Lecture Theatre http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c7 elearning urn:uuid:001350a9-0e77-88d8-aef5-a61b388f50b5 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Kuit T.,Fildes K.,Treweek T.,Moscova M.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB Journal</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c7">Utilizing Inquiry Based eLearning Modules for Pre-Lecture Content Delivery in a Molecular Biology Course at an Australian University to Facilitate Active Learning in the Lecture Theatre</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2019</span> </div> <div class="field" > <strong>Issue:</strong> <span>SUPPL 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>33</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Currently in many large universities and colleges, the delivery of content in lectures is still largely based on a passive stand and deliver model. This method of lecture delivery means that the lectures are not utilised as a platform for student discussion and deep engagement with key concepts. This could negatively impact student learning and the development of conceptual understanding, especially in content heavy subjects such as biochemistry and molecular biology. Although teaching methods based on how adults learn have been well described, they can be perceived as logistically difficult to apply. With internal university funding, we have developed an alternative model of content delivery through the use of interactive technology for pre-lecture preparation. The molecular biology in the modules is presented via a medical case, which gives the students a real life context with which to explore key concepts. Formative assessment with immediate feedback is embedded into the modules. The online modules are followed by a face-to-face lecture using active inquiry-based learning, creating space for discussion to build on core concepts previously explored online. Fifty-two second-year graduate medical and 291 first-year molecular biology students were surveyed to evaluate students&apos; perception of the module. A knowledge-based quiz was also given to the 291 molecular biology students one week after the lecture to assess short-term knowledge retention. Results show 75-100% of students felt that the module was easy to understand; 60-89% found it engaging and wanted similar modules available across a variety of topics and 60-65% felt well prepared for class. Molecular biology students who did the module and attended the lecture did significantly better on the knowledge quiz compared to students who either attended the lecture or completed the online module alone. Our study supports the notion that the use of interactive online modules to prepare students for active learning lectures creates a transformation from passive to active learning experiences where students are active participants in their own learning.</span> </div> Barriers and motivation for online learning among pharmacy students in Jordan http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c8 elearning urn:uuid:952df6da-851e-ef08-998b-3b9fad14dcad Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>AbuKamar M.,Kamar A.A.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Tropical Journal of Pharmaceutical Research,Tropical Journal of Pharmaceutical Research</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c8">Barriers and motivation for online learning among pharmacy students in Jordan</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>4</span> </div> <div class="field" > <strong>Volume:</strong> <span>21</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Purpose: To explore the barriers and motivations of pharmacy students towards online learning in Jordan, as well as the students&apos; inclinations towards taking online courses in the future. &lt;br/&gt;Method(s): This cross-sectional study is based on a questionnaire that was distributed from May 20th to December 20th, 2020 to pharmacy students in Jordan. Data were collected and analyzed. &lt;br/&gt;Result(s): A total of 600 pharmacy students responded, and all the participants had previously taken online courses. The highest ranked items on the participants&apos; motivation towards online learning are its convenience in terms of time and location (92.8 %), and getting good grades in online courses (81.7 %). The main barriers were lack of collaboration and interaction (57.5 %), and feelings of disconnection during online learning (56.5 %). &lt;br/&gt;Conclusion(s): This study reveals a positive attitude among pharmacy students on the effectiveness of online learning. Most respondents appreciate the convenience of online learning in terms of time and location. However, lack of collaboration and interaction, and feelings of disconnection during online learning are major barriers. &lt;br/&gt;Copyright &amp;#xa9; 2022 The authors.</span> </div> Maturation and Development of the"All Japan E-Learning Cloud of the Training Program for Oncology Professionals http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c9 elearning urn:uuid:c501aecf-ba47-dd01-4b4b-8a46b9a47c1d Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Kim J.,Owada Y.,Kojo K.,Sanuki M.,Takiguchi Y.,Shirabe K.,Sekine I.,Nishiyama H.,Abe H.,Kato K.,Matsuura N.,Oda T.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Gan to kagaku ryoho. Cancer &amp; chemotherapy</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c9">Maturation and Development of the&quot;All Japan E-Learning Cloud of the Training Program for Oncology Professionals</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>5</span> </div> <div class="field" > <strong>Volume:</strong> <span>49</span> </div> <div class="field" > <strong>Abstract:</strong> <span>This paper reports the 5-year operational status of the third phase of the&quot;All Japan E-Learning Cloud of the Training Program for Oncology Professionals&quot;by tabulating the viewing trends of available lecture contents. In this phase, the goal was to train cancer genome medical professionals in this new, advanced medical technology field as well as train personnel to treat rarely encountered pediatric, adolescent/young adult, and other life stage cancers. Additionally, new lecture items have been added to the e-learning cloud in collaboration with 7 oncology specialist centers, contributing to the development of human capital in cancer care(including graduate student education)and faculty development for local medical professionals.</span> </div> Analysis of online antenatal education class use via a mobile terminal app during the COVID-19 pandemic http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c10 elearning urn:uuid:cb9eee1c-4c21-7a93-6492-0500c61af2ec Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Chen X.-W.,Jiang L.-Y.,Chen Y.,Guo L.-F.,Zhu X.-H.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>BMC pregnancy and childbirth</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c10">Analysis of online antenatal education class use via a mobile terminal app during the COVID-19 pandemic</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>1</span> </div> <div class="field" > <strong>Volume:</strong> <span>22</span> </div> <div class="field" > <strong>Abstract:</strong> <span>OBJECTIVE: To understand the use of online antenatal education classes accessed via the Mother and Child Health Handbook app during the COVID-19 pandemic in order to provide a basis and suggestions for optimizing Internet education during pregnancy under public health emergencies. &lt;br/&gt;METHOD(S): We compared and analyzed the use of online antenatal education classes via the Mother and Child Health Handbook app in Hangzhou in 2019 and 2020 (during the COVID-19 pandemic). &lt;br/&gt;RESULT(S): Between January 1, 2019, and December 31, 2020, a total of 229,794 pregnant women created files and registered for the app, including 124,273 women in 2019 and 105,521 women in 2020. More pregnant women participated in online antenatal education learning (n=36,379/34.5% vs. 29,226/23.5%, p=0.000) in 2020 than in 2019. The proportion of pregnant women in the 18-34-year-old group who participated in online learning was higher than that in the advanced age group, and the difference was statistically significant (2019: 24.3% vs. 18.8%, p=0.000) (2020: 35.7% vs. 27.4%, p=0.000). More pregnant women accessed online antenatal education during early pregnancy (n=13,463/37.0% vs. 9088/31.1%, p=0.000) in 2020 than in 2019. Similar percentages of pregnant women participated in online antenatal education during mid-pregnancy (n=15,426/52.8% vs. 19,269/53.0%, p=0.639) in 2019 and 2020. Fewer pregnant women accessed online antenatal education during late pregnancy (n=10,246/28.2% vs. 9476/32.4%, p=0.000) in 2020 than in 2019. Fewer pregnant women choose to take &apos;Puerperal Health&apos; courses in 2020 than in 2019 (early pregnancy: 36.20% vs. 42.79%, p=0.000; mid-pregnancy: 41.65% vs. 48.19%, p=0.000; late pregnancy: 55.31% vs. 58.41%, p=0.000). Fewer pregnant women choose to take &apos;Psychological Adjustment&apos; courses in 2020 than in 2019 (early pregnancy: 21.59% vs. 29.60%, p=0.000; mid-pregnancy: 26.20% vs. 40.50%, p=0.000; late pregnancy: 12.79% vs. 42.53%, p=0.000). More pregnant women choose to study &apos;Nutrition and Exercise&apos; in 2020 than in 2019 (early pregnancy: 44.48% vs. 25.95%, p=0.000; mid-pregnancy: 47.77% vs. 40.75%, p=0.000; late pregnancy: 55.94% vs. 42.99%, p=0.000). &quot;Pregnancy Care and Fetal Development&quot; was the most selected course by pregnant women in early pregnancy (2019: 67.50%; 2020: 71.39%) and middle pregnancy (2019: 67.01%; 2020: 82.05%), and the proportion in 2020 was higher than it was in 2019. &quot;Baby care&quot; was the most selected course by pregnant women in late pregnancy, and the proportion in 2020 was higher than it was in 2019 (78.31% vs. 72.85%). &lt;br/&gt;CONCLUSION(S): During the COVID-19 pandemic, online antenatal education was well-used by pregnant women. More women participated in the online antenatal education modules during the COVID-19 pandemic than during 2019.The proportion of choosing different courses for pregnant women before and after the COVID-19 epidemic varied, and the learning course needs of pregnant women in different trimesters were different.&lt;br/&gt;Copyright &amp;#xa9; 2022. The Author(s).</span> </div> The Development and Evaluation of an e-Learning Course That Promotes Digital Health Literacy in School-age Children: Pre-Post Measurement Study http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c11 elearning urn:uuid:e8fe081a-6d2c-6fa0-bffc-535b11ec8fba Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Konig L.,Marbach-Breitruck E.,Engler A.,Suhr R.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Journal of medical Internet research</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c11">The Development and Evaluation of an e-Learning Course That Promotes Digital Health Literacy in School-age Children: Pre-Post Measurement Study</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>5</span> </div> <div class="field" > <strong>Volume:</strong> <span>24</span> </div> <div class="field" > <strong>Abstract:</strong> <span>BACKGROUND: Experts agree that the promotion of (digital) health literacy should be an integral part of the school curriculum. However, promoting (digital) health literacy within the German school system is difficult because (digital) health education is not a mandatory school subject in all the German states. Therefore, experts suggest that (digital) health literacy could be addressed as part of the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz). &lt;br/&gt;OBJECTIVE(S): The goal of this study was to evaluate a newly developed e-learning course that was designed to improve (digital) health literacy in school-age children and concurrently to teach skills specified in the mandatory framework for digital education and digital literacy in schools. It was hypothesized that participants&apos; health literacy and digital health literacy levels would be higher after completing the e-learning course than they were before doing the course. Furthermore, it was hypothesized that after completing the e-learning course, participants&apos; subjective and objective knowledge in the domain of (digital) health literacy would be higher than it was before doing the course. &lt;br/&gt;METHOD(S): The pre-post measurement study was conducted online. After participants (N=323) gave their informed consent to participate in the study, they provided demographic information and answered all measures (premeasurement). Following this, participants had 7 days to complete the e-learning course. After finishing the e-learning course, participants answered all the measures again (postmeasurement). &lt;br/&gt;RESULT(S): To test the hypotheses, Bayesian paired samples t tests (1-sided) were conducted. After completing the e-learning course, participants showed higher health literacy levels. Specifically, they showed higher competency levels in the domains of theoretical knowledge (Bayes factor [BF]-0=676,000; delta=-0.316), practical knowledge (BF-0=92,300; delta=-0.294), critical thinking (BF-0=7.42e+13; delta=-0.482), self-awareness (BF-0=11,500,000; delta=-0.345), and citizenship (BF-0=266,000; delta=-0.306). Furthermore, participants achieved higher digital health literacy levels. Specifically, they achieved higher competency levels in the domains of information searching (BF-0=2.339; delta=-0.135), evaluating reliability (BF-0=2.03e+11; delta=-0.434), and determining relevance (BF-0=316,000; delta=-0.308). Moreover, participants demonstrated higher subjective (BF-0=3.58e+82; delta=-1.515) and objective knowledge (BF-0=3.82e+97; delta=-1.758) in the domain of (digital) health literacy. &lt;br/&gt;CONCLUSION(S): The newly designed e-learning course provides an easy way for schools and teachers from all German states to integrate (digital) health literacy education into their school curriculums and lessons. The evaluated course is especially attractive because it was designed to improve (digital) health literacy and at the same time to teach skills specified in the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).&lt;br/&gt;Copyright &amp;#xa9;Lars Konig, Eugenia Marbach-Breitruck, Anne Engler, Ralf Suhr. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 16.05.2022.</span> </div> Impact Of Covid-19: Faculty Suggestions Regarding Online Medical Teaching http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c12 elearning urn:uuid:283340eb-085a-8274-e530-68bcc248f2bb Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Sabqat M.,Aziz A.,Mirza T.I.,Adeel B.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Journal of Ayub Medical College, Abbottabad : JAMC</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c12">Impact Of Covid-19: Faculty Suggestions Regarding Online Medical Teaching</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>2</span> </div> <div class="field" > <strong>Volume:</strong> <span>34</span> </div> <div class="field" > <strong>Abstract:</strong> <span>BACKGROUND: As a result of the SARS-CoV-2 related government lockdown, academic institutions in Pakistan, including medical and dental colleges and universities, had to forgo on-site classes and make an emergency shift to online teaching. This study explores the perspective of the faculty, as a key stakeholder, on ways to increase the effectiveness of online teaching and learning at these medical and dental colleges and universities. &lt;br/&gt;METHOD(S): A descriptive cross-sectional qualitative survey was conducted in April-July 2020 in 32 medical and dental colleges of Pakistan. The sample size was not pre-determined and the participants included teaching faculty of both clinical and basic sciences. Data were iteratively collected and analyzed till data and time saturation were achieved. Thematic analysis of data was done by running two coding cycles. All authors ensured analytical triangulation by analyzing the data independently before developing consensus on the subthemes and themes. &lt;br/&gt;RESULT(S): One hundred and thirty-two medical teachers responded. Data analysis revealed three themes regarding suggestions to improve teaching methods improve assessment and increase the effectiveness of online teaching and learning. The participants suggested supplementing real-time classes with recorded lectures, providing broadband internet services, using assignment-based and active learning strategies, continuous formative assessment, faculty training, and standardization of online teaching by higher authorities. &lt;br/&gt;CONCLUSION(S): The current study offers actionable steps to decision makers at medical colleges and universities to make online teaching and learning more efficient and valuable, based on the suggestions from their faculty.</span> </div> Exploring Online Teaching Design of Curriculum Politics by Deep Learning and Visual Sensing Technology http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c13 elearning urn:uuid:77970864-c953-6832-6a72-12c2c1fad0d2 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Huang X.,Xie Y.,Li Y.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Computational intelligence and neuroscience</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c13">Exploring Online Teaching Design of Curriculum Politics by Deep Learning and Visual Sensing Technology</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span></span> </div> <div class="field" > <strong>Volume:</strong> <span>2022</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The study aims to explore the online teaching design of ideological and political education (IPE). Based on the relevant theories of deep learning (DL) and visual sensing, the students of a Chinese University are taken as the research samples and investigated by a questionnaire survey. Then, DL and visual sensing are introduced into the online teaching design of IPE, and the research conclusions are obtained. The results show that college students are interested in IPE, but there are still some problems in the actual teaching process. For example, 60% of the students do not know the learning objectives of IPE, and 19.7% are not familiar with the learning contents; based on the image semantic analysis of the curriculum of IPE, DL mainly focuses on model construction and data processing, and visual sensing is used to classify image pixels; the students&apos; concentration time is changed from 29minutes to 30.4minutes, and their efficiency of homework submission is also improved based on DL and visual sensing. The study has a great reference for ideological and political teaching in the future.&lt;br/&gt;Copyright &amp;#xa9; 2022 XiaoJuan Huang et al.</span> </div> Experience of Distance Learning of Medical Science Disciplines as a Result of the Global Pandemic COVID-19 in Ukraine and South Africa http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c14 elearning urn:uuid:e832fc15-55ca-7dd2-461c-288826b8795d Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Avilova O.,Erokhina V.,Mpolokeng K.,Luckrajh J.,Vovk O.,Stepanenko O.,Uyen N.D.T.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Duzce Medical Journal,Duzce Medical Journal</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c14">Experience of Distance Learning of Medical Science Disciplines as a Result of the Global Pandemic COVID-19 in Ukraine and South Africa,Kuresel Pandemi COVID-19&apos;un Bir Sonucu Olarak Ukrayna ve Guney Afrika&apos;da Tip Bilimi Disiplinlerinin Uzaktan Egitim Deneyimi</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>1</span> </div> <div class="field" > <strong>Volume:</strong> <span>24</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Aim: This study discusses the historical background of distance learning and its pros and cons from the perspective of students and teachers. This study aimed to conduct a comparison of the effectiveness of distance learning during the quarantine period at Kharkiv National Medical University (KNMU), and the national lockdown at the University of Cape Town (UCT). &lt;br/&gt;Material(s) and Method(s): A survey was used to investigate student&apos;s perspectives about distance education. An online survey consisting of 19 questions was conducted on Google Forms platform among 395 students at KNMU and among 124 students of UCT obtained from Vula site statistics. Individuals&apos; learning progress during histological and anatomical classes using different methods such as virtual aggregators of slides and 3D programs were also observed. &lt;br/&gt;Result(s): At KNMU, most students (72.2%, n=285) agreed that the main advantages of distance education were the extra time they had to prepare for classes and revise study materials whereas the major challenge they faced while having distance education was the lack of clinical approach to patients (69.1%, n=273). At UCT, students found that the most helpful aspect of distance learning was pre-recorded lecture videos (66.9%, n=83). &lt;br/&gt;Conclusion(s): The pandemic has shown that distance learning is possible, but the question remains: has it proved to be efficient, and is it an inseparable part of the education system today? The role of distance education in the twenty-first century can be summarized as distance education programs catching huge popularity in the educational world with having and spreading discussable sides.&lt;br/&gt;Copyright &amp;#xa9; 2022, Duzce University Medical School. All rights reserved.</span> </div> E-learning use in the review of neonatal resuscitation program in physicians: a scoping review http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c15 elearning urn:uuid:1d342534-0015-ad20-a805-2fa48559d3bf Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Spenard S.,Postolow F.,Curran V.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Journal of perinatology : official journal of the California Perinatal Association</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c15">E-learning use in the review of neonatal resuscitation program in physicians: a scoping review</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span></span> </div> <div class="field" > <strong>Volume:</strong> <span></span> </div> <div class="field" > <strong>Abstract:</strong> <span>OBJECTIVE: To determine if e-learning interventions are efficient to review Neonatal Resuscitation Program (NRP) and to prevent performance deterioration in neonatal resuscitation of already-certified healthcare professionals. STUDY DESIGN: In this scoping review, we searched for manuscripts published until June 2020 in five databases. We included all studies on e-learning use for NRP review in already-certified healthcare providers. &lt;br/&gt;RESULT(S): Among 593 abstracts retrieved, 38 full-text articles were assessed for eligibility. Five studies were included. Four studies evaluated the effectiveness of e-learning interventions immediately or months after their completion by providers. These interventions did not consistently enhance their NRP knowledge and their performance. One study showed that a growth mindset can influence positively neonatal resuscitation performance after an e-learning simulation. &lt;br/&gt;CONCLUSION(S): There is not enough evidence to conclude that e-learning interventions can prevent neonatal resuscitation knowledge and performance decay in already-certified providers. More research is needed on the use of e-learning simulation-based scenarios to improve NRP retention.&lt;br/&gt;Copyright &amp;#xa9; 2022. The Author(s), under exclusive licence to Springer Nature America, Inc.</span> </div> Perceptions of distance learning among Al-Qunfudhah medical students during the COVID-19 pandemic http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c16 elearning urn:uuid:cf3f02d3-69c4-2fd6-1355-8ba35c377a29 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Alkalash S.H.,Alabdali J.A.,Aldabli A.O.,Alnashri Z.A.,Almqaadi A.K.,Alabdali A.H.,Hamza S.M.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Journal of Taibah University Medical Sciences,Journal of Taibah University Medical Sciences</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c16">Perceptions of distance learning among Al-Qunfudhah medical students during the COVID-19 pandemic</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span></span> </div> <div class="field" > <strong>Volume:</strong> <span></span> </div> <div class="field" > <strong>Abstract:</strong> <span>Objectives: This study aimed to assess perceptions among undergraduate medical students toward distance learning and its effects on their academic performance during the COVID-19 pandemic at Al-Qunfudhah College of Medicine, Umm Al-Qura University, KSA. &lt;br/&gt;Material(s) and Method(s): A cross-sectional study was conducted among medical students at Al-Qunfudhah College of Medicine, Umm Al-Qura University, KSA, during the 2020-2021 academic year. Data were collected through a predesigned, well-structured online survey from (1&lt;sup&gt;st&lt;/sup&gt; March to 31&lt;sup&gt;th&lt;/sup&gt; May 2021). &lt;br/&gt;Result(s): A sample of 223 undergraduates responded to an online survey, with a response rate of 74.3%; female students represented 54.3%. Blended education was preferred by most students (73.1%). Moreover, 72.2% of students perceived that distance learning saved their time, and approximately two-thirds (61.4%) were stimulated by the availability of lecture recordings. Approximately 59% and 54% reported that distance learning was more comfortable and improved their technology skills, respectively. Poor communication (66%) and network problems (61.4%) were the most common challenges in distance learning. Nonetheless, a substantial increase (P = 0.001) in students&apos; grade point averages was observed with distance learning. &lt;br/&gt;Conclusion(s): Most medical students preferred blended education combining the advantages of both traditional and distance learning strategies. The availability of educational materials, improvements in students&apos; technological skills and time saving were the most perceived benefits of distance learning among students. However, the main obstacles were internet problems, poor communication and deprivation from real clinical practice. Despite the improvement in students&apos; grade point averages during distance learning compared with traditional learning, blended education was recommended by the majority or participants.&lt;br/&gt;Copyright &amp;#xa9; 2022 [The Author/The Authors]</span> </div> Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c17 elearning urn:uuid:f8922ce1-0ac2-036f-3c5e-e52546fb2e58 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Kerzic D.,Alex J.K.,Alvarado R.P.B.,da Silva Bezerra D.,Cheraghi M.,Dobrowolska B.,Fagbamigbe A.F.,Faris M.E.,Franca T.,Gonzalez-Fernandez B.,Gonzalez-Robledo L.M.,Inasius F.,Kar S.K.,Lazanyi K.,Lazar F.,Machin-Mastromatteo J.D.,Maroco J.,Marques B.P.,Mejia-Rodriguez O.,Prado S.M.M.,Mishra A.,Mollica C.,Jimenez S.G.N.,Obadic A.,Raccanello D.,Rashid M.M.U.,Ravselj D.,Tomazevic N.,Uleanya C.,Umek L.,Vicentini G.,Yorulmaz O.,Zamfir A.-M.,Aristovnik A.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>PLoS ONE,PLoS ONE</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c17">Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2021</span> </div> <div class="field" > <strong>Issue:</strong> <span>10 October 2021</span> </div> <div class="field" > <strong>Volume:</strong> <span>16</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic&apos;s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher&apos;s active role in the process of online education, and the overall system quality, while the students&apos; digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students&apos; performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.&lt;br/&gt;Copyright &amp;#xa9; 2021 Kerzic et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.</span> </div> E-learning and tic technologies in long-term learning of human anatomy of health students: A review of the literature http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c18 elearning urn:uuid:942da390-8d84-19e7-1c59-74468f6fdd8a Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Garcia Martinez L.S.,Zuniga J.,Trejos L.E.P.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>International Journal of Morphology,International Journal of Morphology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c18">E-learning and tic technologies in long-term learning of human anatomy of health students: A review of the literature,Las tecnologias e-learning y tic en el aprendizaje a largo plazo de la anatomia humana en estudiantes del area de la salud: Una revision de la literatura</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2021</span> </div> <div class="field" > <strong>Issue:</strong> <span>2</span> </div> <div class="field" > <strong>Volume:</strong> <span>39</span> </div> <div class="field" > <strong>Abstract:</strong> <span>SUMMARY: The objective of this review was to identify studies that explore e-learning and ICT technologies and their impact on long-term learning, and to evaluate the quality of studies in this area. Searches were carried out in databases PubMed (Medline), Ovid (Cochrane Central), Ovid (Medline), Ovid (Global Health), Scopus, Web of Science (clarivate) and Science Direct, including keywords: Education Distance, e-Learning, Learning, Learning Curve, Long Term Memory, Active Learning, Repetition Anatomy, Anatomy Cross-Sectional, Anatomy Regional, Students Health Occupations and Medical education. Three evaluators independently assessed the quality of the studies using the Medical Education Research Study Quality (MERSQI) instrument. The total results were initially 557 research articles, and after applying inclusion and exclusion criteria, a total of 25 articles were identified. Following a review of the articles, 2 studies were included that met the synthesis criteria in this study. In conclusion, integrating e-learning and ICT technologies facilitate the evaluation of longterm learning, provide motivation and increase knowledge skills, in addition to being a tool for the Teaching-learning-evaluation process. However, further research is needed to evaluate the impact of the preponderant factors of long-term learning, while using elearning and ICT technologies.&lt;br/&gt;Copyright &amp;#xa9; 2021, Universidad de la Frontera. All rights reserved.</span> </div> Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c19 elearning urn:uuid:544896ee-a268-7250-d166-c9138dedbd5d Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Balci O.,Caliskan M.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Chronobiology international</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c19">Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>6</span> </div> <div class="field" > <strong>Volume:</strong> <span>39</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The purpose of this study was to investigate the relationship between chronotype, learning style, and academic achievement. The study sample consisted of 1884 volunteer undergraduate students from 58 different universities across Turkey. The data were collected online during distance education because of the Covid-19 pandemic. Turkish version of Morningness-Eveningness Questionnaire (MEQ) and Big16 Learning Modality Inventory were used for data collection. The correlation between chronotype and cumulative grade point average (CGPA) scores was analyzed using Spearman&apos;s rho, and differences among the chronotypes were analyzed with Kruskal-Wallis test. Chi-square tests with pairwise z-test were used to analyze the relationships between the participants&apos; learning style preferences and chronotypes. Also, ANCOVA analyses were performed to evaluate the interactions of gender x chronotype and gender x learning style on CGPA scores. The results revealed that participants&apos; preference for visual and auditory styles differed by chronotype. Visual learning style was more dominant among morning (M) types, while auditory style was more dominant among evening (E) types. However, the most preferred learning style was visual, followed by auditory and kinesthetic styles for all chronotypes. No relationship was found between chronotype and academic achievement. The CGPA scores of the participants with kinesthetic learning style were lower than the participants with auditory and visual learning styles. The female participants had higher CGPA score than males. However, the CGPA scores did not differ for both male and female participants with different chronotype and learning style preferences. From the results, we suggest that academic achievement can be enhanced by consideration of students&apos; learning style preferences for all chronotypes.</span> </div> Real-World Adherence Among Adults With Cystic Fibrosis Is Low: A Retrospective Analysis of the CFHealthHub Digital Learning Health System http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c20 elearning urn:uuid:8c1819b5-7ff5-f849-cf26-1887bd96647f Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Hoo Z.H.,Totton N.,Waterhouse S.,Lewis J.,Girling C.,Bradburn M.,Arden M.A.,Whelan P.,Ainsworth J.,Dawson S.,Millward S.,Barnett K.,Dewar J.,Barr H.L.,Saini G.,Shepherd E.,Carroll M.,Allenby M.I.,Daniels T.V.,Nightingale J.A.,Lowther M.,Carolan C.,Clarke C.,Szczepanski R.,Hutchings M.,Edenborough F.P.,Curley R.,Wildman M.J.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Chest,Chest</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c20">Real-World Adherence Among Adults With Cystic Fibrosis Is Low: A Retrospective Analysis of the CFHealthHub Digital Learning Health System</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2021</span> </div> <div class="field" > <strong>Issue:</strong> <span>6</span> </div> <div class="field" > <strong>Volume:</strong> <span>160</span> </div> <div class="field" > <strong>Abstract:</strong> <span></span> </div> Clan War: Team-Based Learning as a Digital Distance Teaching and Assessment Strategy in Morphological Sciences http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c21 elearning urn:uuid:883e9a27-b4be-6e94-0009-30eaa4aac646 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Munoz N.C.,Ospina J.C.,Gallardo C.C.,Concha A.C.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>International Journal of Morphology,International Journal of Morphology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c21">Clan War: Team-Based Learning as a Digital Distance Teaching and Assessment Strategy in Morphological Sciences,Guerra de Clanes: Aprendizaje Basado en Equipos como Estrategia Digital de Ensenanza y Evaluacion a Distancia en Ciencias Morfologicas</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2021</span> </div> <div class="field" > <strong>Issue:</strong> <span>6</span> </div> <div class="field" > <strong>Volume:</strong> <span>39</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Due to the growing demand for digital resources in teaching and evaluation in morphology, it is necessary to adequately evaluate the learning outcomes acquired. The realization of traditional evaluations in digital format is not an adequate instrument to measure the acquired learning levels. In the present work we show a team-based learning strategy, in which the sense of play, teamwork, and motivation are enhanced, along with activities that allow students to demonstrate that they function in the most complex levels of learning.&lt;br/&gt;Copyright &amp;#xa9; 2021, Universidad de la Frontera. All rights reserved.</span> </div> Memory-inspired spiking hyperdimensional network for robust online learning http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c22 elearning urn:uuid:81a6d042-c2a6-0ee0-5962-1cbd0c705c11 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Zou Z.,Alimohamadi H.,Zakeri A.,Imani F.,Kim Y.,Najafi M.H.,Imani M.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Scientific reports</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c22">Memory-inspired spiking hyperdimensional network for robust online learning</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>1</span> </div> <div class="field" > <strong>Volume:</strong> <span>12</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Recently, brain-inspired computing models have shown great potential to outperform today&apos;s deep learning solutions in terms of robustness and energy efficiency. Particularly, Spiking Neural Networks (SNNs) and HyperDimensional Computing (HDC) have shown promising results in enabling efficient and robust cognitive learning. Despite the success, these two brain-inspired models have different strengths. While SNN mimics the physical properties of the human brain, HDC models the brain on a more abstract and functional level. Their design philosophies demonstrate complementary patterns that motivate their combination. With the help of the classical psychological model on memory, we propose SpikeHD, the first framework that fundamentally combines Spiking neural network and hyperdimensional computing. SpikeHD generates a scalable and strong cognitive learning system that better mimics brain functionality. SpikeHD exploits spiking neural networks to extract low-level features by preserving the spatial and temporal correlation of raw event-based spike data. Then, it utilizes HDC to operate over SNN output by mapping the signal into high-dimensional space, learning the abstract information, and classifying the data. Our extensive evaluation on a set of benchmark classification problems shows that SpikeHD provides the following benefit compared to SNN architecture: (1) significantly enhance learning capability by exploiting two-stage information processing, (2) enables substantial robustness to noise and failure, and (3) reduces the network size and required parameters to learn complex information.&lt;br/&gt;Copyright &amp;#xa9; 2022. The Author(s).</span> </div> Self-directed online machine learning for topology optimization http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c23 elearning urn:uuid:606377cb-e419-8104-a60d-a6d366e5dd36 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Deng C.,Wang Y.,Qin C.,Fu Y.,Lu W.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Nature Communications,Nature Communications</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c23">Self-directed online machine learning for topology optimization</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>1</span> </div> <div class="field" > <strong>Volume:</strong> <span>13</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Topology optimization by optimally distributing materials in a given domain requires non-gradient optimizers to solve highly complicated problems. However, with hundreds of design variables or more involved, solving such problems would require millions of Finite Element Method (FEM) calculations whose computational cost is huge and impractical. Here we report Self-directed Online Learning Optimization (SOLO) which integrates Deep Neural Network (DNN) with FEM calculations. A DNN learns and substitutes the objective as a function of design variables. A small number of training data is generated dynamically based on the DNN&apos;s prediction of the optimum. The DNN adapts to the new training data and gives better prediction in the region of interest until convergence. The optimum predicted by the DNN is proved to converge to the true global optimum through iterations. Our algorithm was tested by four types of problems including compliance minimization, fluid-structure optimization, heat transfer enhancement and truss optimization. It reduced the computational time by 2 ~ 5 orders of magnitude compared with directly using heuristic methods, and outperformed all state-of-the-art algorithms tested in our experiments. This approach enables solving large multi-dimensional optimization problems.&lt;br/&gt;Copyright &amp;#xa9; 2022, The Author(s).</span> </div> Healthcare students perceptions towards using e-learning, and self-reported drivers and barriers during covid-19 pandemic http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c24 elearning urn:uuid:70b609a2-380f-367a-0421-68991c692615 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Ansari M.,Alshammari F.,Alqahtani H.,Alshammari R.,Althubyani M.,Hagbani T.A.,Alshammari B.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Journal of Young Pharmacists,Journal of Young Pharmacists</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c24">Healthcare students perceptions towards using e-learning, and self-reported drivers and barriers during covid-19 pandemic</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>1</span> </div> <div class="field" > <strong>Volume:</strong> <span>14</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Background: COVID-19 pandemic has reignited interest in online education as an appealing alternative. The study s goal was to evaluate students perception of using e-learning, and to identify drivers and barriers the students experienced to the application of e-learning tools. &lt;br/&gt;Material(s) and Method(s): This cross-sectional study was conducted between March 2020 and May 2020. The data was obtained using a self-Administered questionnaire from the students adopting a census sampling method. The findings of Lean et al., as well as the study s objectives, were used to develop the questionnaire. The data was evaluated for descriptive and inferential analyses using SPSS version 21 (IBM Corporation, Armonk, NY, USA). &lt;br/&gt;Result(s): More than one half (52.7%) of the total students (n=228) opined e-learning as a useful method for grasping basic concepts and coming up with new ideas. Pictures, graphs, videos, illustrations, and case studies were among the most beneficial aspects of e-learning (56.1%). The ease of communicating electronically (p=0.045) and smoother interaction between instructor and student (p=0.050) were the major motivators across the colleges. Sluggish internet (p=0.010), misunderstanding about the importance of the study material (p=0.007) and ambiguity about where to begin (p=0.048) were the three significant issues encountered during e-learning across the gender. The most significant disadvantage of having more internet access as a result of online learning was that students spent a significant proportion of their daily time on non-Academic activities. &lt;br/&gt;Conclusion(s): Electronic learning is a useful and productive educational tool particularly during the COVID-19 pandemic. Images, charts, videos, illustrations and case studies can all help to highlight its beauty.&lt;br/&gt;Copyright &amp;#xa9; 2022 EManuscript Technologies. All rights reserved.</span> </div> Transition to online education during the covid-19 pandemic: Impact of changes in alcohol consumption and experiencing hangovers on academic functioning http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c25 elearning urn:uuid:be6fdfa4-1fba-7288-d27f-28899fca051c Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Merlo A.,Hendriksen P.A.,Garssen J.,Bijlsma E.Y.,Engels F.,Bruce G.,Verster J.C.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Journal of Clinical Medicine,Journal of Clinical Medicine</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c25">Transition to online education during the covid-19 pandemic: Impact of changes in alcohol consumption and experiencing hangovers on academic functioning</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2021</span> </div> <div class="field" > <strong>Issue:</strong> <span>22</span> </div> <div class="field" > <strong>Volume:</strong> <span>10</span> </div> <div class="field" > <strong>Abstract:</strong> <span>In the Netherlands, the 2019 coronavirus (COVID-19) pandemic had a significant impact on daily life, with two extensive lockdowns enforced to combat the spread of the SARS-CoV-2 virus. These measures included the closure of bars and restaurants, and the transition from face-to-face to online education. A survey was conducted among Dutch pharmacy students and PhD-candidates to investigate the impact of COVID-19 lockdown on alcohol consumption, hangovers, and academic functioning. The analysis revealed a significant reduction in both quantity and frequency of alcohol consumption during the COVID-19 lockdown periods. This was accompanied with a significant reduction in hangover frequency and lower hangover severity during COVID-19 lockdown periods. The distribution of scores on academic performance showed great variability between respondents: while some participants reported impairment, others reported improved performance during the COVID-19 pandemic, or no change. Women reported that significantly more time investment was associated with maintaining these performance levels. Consistent among participants was the notion of reduced interactions with teachers and other students. Participants who reported more hangovers and most severe hangovers before COVID-19 benefited from the lockdown periods in terms of improved academic performance. Positive correlations were found between study grades/output and both the frequency and severity of hangovers experienced before COVID-19, suggesting that heavier drinkers, in particular, improved academic performance during the lockdown periods. In conclusion, COVID-19 lockdowns were associated with a significant reduction in both alcohol consumption and experiencing hangovers, which was, among heavier drinkers particularly, associated with significantly improved academic functioning.&lt;br/&gt;Copyright &amp;#xa9; 2021 by the authors. Licensee MDPI, Basel, Switzerland.</span> </div> Anesthesiology Residency Training and the Anesthesia Toolbox: Five Years of Experience With a Collaboratively Developed Peer-Reviewed e-Learning System http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c26 elearning urn:uuid:411ff151-bb8e-2007-9e8e-592e2f425cff Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Woodworth G.E.,Hoskins Z.B.,Hoang T.T.,Marsh B.,Infosino A.,Spofford C.M.,Maniker R.B.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>A and A Practice</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c26">Anesthesiology Residency Training and the Anesthesia Toolbox: Five Years of Experience With a Collaboratively Developed Peer-Reviewed e-Learning System</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2021</span> </div> <div class="field" > <strong>Issue:</strong> <span>2</span> </div> <div class="field" > <strong>Volume:</strong> <span>15</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The Internet is a source of professional self-education for medical students and residents. Unfortunately, much of the content discovered through search engines is of insufficient quality for professional education. The Anesthesia Toolbox (AT) was developed to provide online peer-reviewed educational resources for anesthesiology trainees and faculty. Since 2014, AT has developed 24 curricula, 822 content items, and 3238 quiz questions. As of March 2020, 64 anesthesiology residency programs in the United States subscribed to the AT (41% of total). Since the onset of the pandemic in March, AT has added 25 programs (28% increase) and gained 1156 users (26% increase).&lt;br/&gt;Copyright &amp;#xa9; 2021 Wolters Kluwer Health. All rights reserved.</span> </div> Effectiveness of the Use of Animation and Gamification in Online Distance Education During Pandemic http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c27 elearning urn:uuid:4e7fcc1e-b221-7f0a-ee1c-345cfc4d5ce6 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Inangil D.,Dincer B.,Kabuk A.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Computers, informatics, nursing : CIN</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c27">Effectiveness of the Use of Animation and Gamification in Online Distance Education During Pandemic</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>5</span> </div> <div class="field" > <strong>Volume:</strong> <span>40</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The study aimed to determine the effects on knowledge and motivation of animation and gamification in online distance education for a diabetes nursing course. This study was a randomized, controlled, prospective study implemented with 70 nursing students. The animation and gamification were applied to the experimental group. Data were collected using the &quot;Diabetes Nursing Knowledge Test,&quot; &quot;Instructional Materials Motivation Survey,&quot; and &quot;Opinion Form on Diabetes Education Supported by Digital Instruments.&quot; There was a statistical difference between the Diabetes Nursing knowledge scores of the groups after the course (P &lt; .05). The students in the experimental group had significantly higher attention and satisfaction and total scores from the Motivation Scale for Teaching Material sub-dimensions compared with the control group (P &lt; .001). The results of our study in generation Z nursing students demonstrated that the use of animation and gamification in online distance learning in nursing students increased their knowledge as well as motivation.&lt;br/&gt;Copyright &amp;#xa9; 2022 Wolters Kluwer Health, Inc. All rights reserved.</span> </div> Cyber Risk Recommendation System for Digital Education Management Platforms http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293783156%7c28 elearning urn:uuid:097e856a-2087-99dd-419b-cad028f848f8 Sat, 21 May 2022 08:21:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Yin X.,Chen Y.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Computational intelligence and neuroscience</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293783156%7c28">Cyber Risk Recommendation System for Digital Education Management Platforms</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span></span> </div> <div class="field" > <strong>Volume:</strong> <span>2022</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Covid-19 pandemic has ushered in a new school and academic year for students in a distance learning regime. This new daily routine was unprecedented and undoubtedly unusual, especially for the younger ones. At this point and at these ages, the risk of cyber fraud is even greater. The transition from the physical environment to the Internet took place quickly without the appropriate time to control potential risks and the proper information and training of teachers and students. Some common threats that need to be addressed to protect learners and their data when using e-learning methods are malicious remote access, malware, phishing, cyber fraud, etc. Considering the above situation, this work presents an innovative cyber risk recommendation system for digital education management platforms. The system in question is a distributed two-stage algorithm based on game theory and machine learning, which is trained by the constant change in the choice of recommendations by users to maximize security. We examine the algorithm&apos;s ability to simulate a user system in which everyone independently selects a user recommendation, assesses the environment and the implications of this choice, and then concludes whether it will continue to have that recommendation fixed. The methodology with which we have represented the digital e-learning system has been done with an approach that directly corresponds with their general view as a cyber-physical-social system. We consider the digital school as an environment that brings limitations, leading us to a pretty demanding personalization problem. Users coexist in this environment, in which everyone acts voluntarily but influences and is influenced by the surrounding environment. Our results lead us to conclude that this algorithm responds in a fully effective, flexible, and efficient way to the needs of protection and risk assessment of e-learning education systems.&lt;br/&gt;Copyright &amp;#xa9; 2022 Xiufang Yin and Yanfang Chen.</span> </div> Evaluation of the HyFlex, Hybrid, and Asynchronous Online Teaching Modalities on Student Learning in Graduate Microbiology Coursework http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293743680%7c1 elearning urn:uuid:6cc9eaef-6bff-eae3-ea32-66b0d8e633c7 Fri, 20 May 2022 08:25:03 +0000 <div class="field" > <strong>Author Names:</strong> <span>Davie J.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB journal : official publication of the Federation of American Societies for Experimental Biology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293743680%7c1">Evaluation of the HyFlex, Hybrid, and Asynchronous Online Teaching Modalities on Student Learning in Graduate Microbiology Coursework</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>Supplement 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>36</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The COVID-19 Pandemic has impacted educational offerings and student learning at all instructional levels. In the USA, the uneven distribution of COVID-19 cases and their sudden appearance has created a need for flexibility in available instructional modalities to account for students and/or faculty that may need to be quarantined or isolated due to COVID-19 exposure or infection. This study sought to compare the implementation of the HyFlex (in-person, asynchronously online, or synchronously online at the student&apos;s discretion), Hybrid (asynchronously delivered, pre-recorded lectures coupled with fixed, in-person meetings), and fully asynchronously delivered microbiology coursework for graduate students. Comparison of individual exam scores and overall exam averages revealed that students instructed in the HyFlex and Hybrid modalities consistently scored similarly to, or exceeded in a statistically significant manner, the average exam scores earned by students in a traditional, in-person lecture format. Comparisons of the individual exam or overall average exam grades observed in students instructed in HyFlex, Hybrid, and asynchronous online learning modalities revealed no statistically significant difference in student performance when the modalities were compared to one another. Successful instruction in the areas of molecular biology and biochemistry, namely cellular structure and physiology, microbial virulence mechanisms, molecular and cellular mechanisms of immune defense, microbial growth and metabolism, and the principles of mutation and recombination, was evaluated by measuring student performance on a pre-selected set of identical examination items. Analysis of these Student Learning Outcomes data revealed largely similar levels of achievement independent of instructional modality. Collectively, these data demonstrate that graduate-level microbiology instruction can be successfully implemented across a multitude of learning modalities each offered partly or entirely online. These findings are anticipated to be of value to faculty and administrators of institutions higher education concerned with continuity of instruction in general, and COVID-19 contingency planning in particular.&lt;br/&gt;Copyright &amp;#xa9; FASEB.</span> </div> A Survey Of Undergraduate Students On Online Learning During Covid-19 Pandemic In The Indian State Of Manipur http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293743680%7c2 elearning urn:uuid:6a6cfad2-f459-4c80-9125-9d1b05b0c269 Fri, 20 May 2022 08:25:03 +0000 <div class="field" > <strong>Author Names:</strong> <span>Pallathadka H.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>European Journal of Molecular and Clinical Medicine</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293743680%7c2">A Survey Of Undergraduate Students On Online Learning During Covid-19 Pandemic In The Indian State Of Manipur</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2020</span> </div> <div class="field" > <strong>Issue:</strong> <span>8</span> </div> <div class="field" > <strong>Volume:</strong> <span>7</span> </div> <div class="field" > <strong>Abstract:</strong> <span>This research looks into how undergraduate students used social media and video apps for online learning during the Covid-19 lockdown. In Manipur, online learning or teaching online is a relatively new phenomenon. Theoretical concepts of Communities of Inquiry (COI), such as teaching, cognitive, and social presences, were applied to online learning during the pandemic. Survey questionnaires, focus interviews, and various research methodologies were used to assess online learning and its impact. A total of 188 undergraduate students were administered the Google forms, and 10 undergraduate students provided focus interviews. Using SPSS, cross-tabulation and Chi-Square tests were done to look for significance. Students&apos; attitudes toward critical thinking and provoking debates were found to be significant findings, indicating that there is a teaching presence. Students were encouraged to think critically and ask questions. Students trust teachers as knowledge givers, as evidenced by their 82 percent approval that the lecturer possesses the knowledge. For sharing class notes, lecturers used WhatsApp, and for conducting formal classes, they used the Zoom app. Even though one-third of the students had poor Internet access, they could still communicate with their professors, though this is a flaw that needs to be addressed appropriately. The lecturers were forced to learn a new paradigm to deal with a changing context, and as a result, they became capable of completing the task at hand.&lt;br/&gt;Copyright &amp;#xa9; 2020 Ubiquity Press. All rights reserved.</span> </div> A STUDY OF PERCEPTION AND READINESS OF MANAGEMENT STUDENTS TOWARDS ONLINE TEACHING http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293743680%7c3 elearning urn:uuid:1642f9a7-c42b-0d2a-8f45-9112119e3784 Fri, 20 May 2022 08:25:03 +0000 <div class="field" > <strong>Author Names:</strong> <span>Umbarkar D.,Lopes R.V.,Suryawanshi P.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>European Journal of Molecular and Clinical Medicine</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293743680%7c3">A STUDY OF PERCEPTION AND READINESS OF MANAGEMENT STUDENTS TOWARDS ONLINE TEACHING</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2020</span> </div> <div class="field" > <strong>Issue:</strong> <span>8</span> </div> <div class="field" > <strong>Volume:</strong> <span>7</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students&apos; online learning performance and course satisfaction. A questionnaire was voluntarily completed by 75 management students Furthermore, it was found that students&apos; computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction, Significance of online learning is widely recognized as a means to enhance accessibility and quality of teaching learning process in the world. Therefore, the current paper has its objective to explore perception and readiness of education students for online learning.&lt;br/&gt;Copyright &amp;#xa9; 2020 Ubiquity Press. All rights reserved.</span> </div> Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19? http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293743680%7c4 elearning urn:uuid:95c7ddfc-275f-2956-6316-5f7155d5d602 Fri, 20 May 2022 08:25:03 +0000 <div class="field" > <strong>Author Names:</strong> <span>Zhoc K.C.H.,Cai Y.,Yeung S.S.,Shan J.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>The British journal of educational psychology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293743680%7c4">Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19?</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span></span> </div> <div class="field" > <strong>Volume:</strong> <span></span> </div> <div class="field" > <strong>Abstract:</strong> <span>BACKGROUND: The COVID-19 pandemic has brought unprecedented challenges to the world, creating significant impact on people&apos;s lives and subjective wellbeing. While previous studies have shown that students&apos; wellbeing and how they manage their emotions are critical to students&apos; learning, less research has considered their specific impacts on student engagement in online learning. AIMS: The aim of this study is to examine how students&apos; subjective wellbeing and emotion regulation strategies (viz cognitive reappraisal and expressive suppression) are associated with student engagement in online learning during the pandemic. SAMPLE: A total of 965 students from a university in China participated in the study. &lt;br/&gt;METHOD(S): The data were collected online during the COVID-19 from March to July 2020, which included measures of wellbeing, emotion regulation strategie, and online learning engagement. &lt;br/&gt;RESULT(S): Structural equation modelling results showed that wellbeing was positively associated with both the use of reappraisal and suppression. Moreover, mediation analysis showed that reappraisal partially mediated the relationship between wellbeing and all types of online learning engagement (including cognitive, emotional and behavioural engagements). Conversely, suppression was found to have a small mediating effect between wellbeing and behavioural engagement of online learning only. No such effect was found on cognitive and emotional engagements. &lt;br/&gt;CONCLUSION(S): The findings provide evidence on the positive relationship between wellbeing and both the strategies of suppression and reappraisal during the pandemic. However, only reappraisal has positive impact on learning, suggesting the importance of effective regulation strategies on students&apos; online engagement. Theoretical and practical implications of the findings are discussed.&lt;br/&gt;Copyright &amp;#xa9; 2022 The British Psychological Society.</span> </div> Vocabulary Mobile Learning Application in Blended English Language Learning https://pubmed.ncbi.nlm.nih.gov/35592159/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=1tAPYFRF6IIuy1OFTWk8wVz_r6vdoZgBmYpWwSY9NBAktVwgk2&fc=None&ff=20220520203214&v=2.17.6 pubmed: (((online learn*[tit... urn:uuid:30107e4e-28f7-f82a-41c7-69172f306c3b Fri, 20 May 2022 00:00:00 +0000 Mobile devices and applications, which have become an integral part of our lives, are gradually used for different purposes, including learning languages in EFL classrooms. Since vocabulary plays an important role in the process of foreign language learning, the aim of this study was to explore the use of the vocabulary mobile learning application and its usefulness in blended English learning. Quantitative and qualitative approach to research was used, since the integration of both approaches... <div><p style="color: #4aa564;">Front Psychol. 2022 May 3;13:869055. doi: 10.3389/fpsyg.2022.869055. eCollection 2022.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">Mobile devices and applications, which have become an integral part of our lives, are gradually used for different purposes, including learning languages in EFL classrooms. Since vocabulary plays an important role in the process of foreign language learning, the aim of this study was to explore the use of the vocabulary mobile learning application and its usefulness in blended English learning. Quantitative and qualitative approach to research was used, since the integration of both approaches created the possibility to solve complex research problem. The case study was based on the use of the developed mobile application called <i>Angličtina Today</i> the content of which corresponded to the language needs of the target group of students. The quantitative approach used a method of quasi-experiment aiming to achieve the pre-tests and post-test results of the students from the experimental and control groups. The results showed that the students facing blended learning, including mobile application in the process of language learning, achieved better results than the students exposed to the traditional, face-to-face education. In addition, the results revealed students' overall satisfaction with the application. The main reasons for their satisfaction were improved vocabulary knowledge, ease of use, and enhanced motivation. Based on these findings from the current study, it can be argued that the vocabulary mobile learning application proved to be useful in the process of blended English language learning.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35592159/?utm_source=Firefox&utm_medium=rss&utm_content=1tAPYFRF6IIuy1OFTWk8wVz_r6vdoZgBmYpWwSY9NBAktVwgk2&ff=20220520203214&v=2.17.6">35592159</a> | PMC:<a href="https://www.ncbi.nlm.nih.gov/pmc/PMC9113198/?utm_source=Firefox&utm_medium=rss&utm_content=1tAPYFRF6IIuy1OFTWk8wVz_r6vdoZgBmYpWwSY9NBAktVwgk2&ff=20220520203214&v=2.17.6">PMC9113198</a> | DOI:<a href=https://doi.org/10.3389/fpsyg.2022.869055>10.3389/fpsyg.2022.869055</a></p></div> Evaluating an e-learning program to strengthen the capacity of humanitarian workers in the MENA region: the Humanitarian Leadership Diploma https://pubmed.ncbi.nlm.nih.gov/35596195/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=1tAPYFRF6IIuy1OFTWk8wVz_r6vdoZgBmYpWwSY9NBAktVwgk2&fc=None&ff=20220521074736&v=2.17.6 pubmed: (((online learn*[tit... urn:uuid:4acd0dc0-0eab-e0ff-0c90-a00137d3831a Fri, 20 May 2022 00:00:00 +0000 CONCLUSION: This is one of very few evaluations of locally developed and delivered online learning programs for humanitarian actors in the MENA region. The findings are especially important as they may inform researchers and humanitarian actors looking to design and deliver similar programs in the MENA region or other fragile settings. Key recommendations are discussed in the manuscript, and include to combine synchronous and asynchronous approaches, design concise course materials, limit... <div><p style="color: #4aa564;">Confl Health. 2022 May 20;16(1):27. doi: 10.1186/s13031-022-00460-2.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">BACKGROUND: The Middle East and North Africa (MENA) region is consistently plagued with humanitarian crises while having little response capacity. Despite their obvious growing need, there exist limited educational opportunities for humanitarian workers to develop their capacity in humanitarian topics. The present study evaluates an online training program, the Humanitarian Leadership Diploma (HLD), which targeted humanitarian workers across the MENA region.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">METHODS: A mixed-methods design was used, comprising short and long-term quantitative and qualitative data, targeting individual and organizational-level outcomes. A total of 28 humanitarian workers across the MENA region enrolled in the program starting September 2019 until October 2020, 18 of which completed the full diploma. Short-term quantitative data such as knowledge assessments, course evaluations, and reflective commentaries were collected from all learners, whereas long-term qualitative data was collected only from those who completed the full diploma and from peers at their organizations, 6 months after completion. Data was triangulated, analyzed using qualitative content analysis, and reported as themes.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">RESULTS: The program was overall successful given multiple factors reported by participants such as enhanced knowledge, high satisfaction, and improved practice, with some important challenges being identified. Themes under the strengths category related to (1) online learning, (2) significance of diploma, (3) course content, (4) instructors, (5) transfer of learning into practice, and (6) personal development. Themes under the challenges category related to (1) barriers to applying changes in behavior and performance, (2) engagement and interaction, and (3) pedagogical approach.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">CONCLUSION: This is one of very few evaluations of locally developed and delivered online learning programs for humanitarian actors in the MENA region. The findings are especially important as they may inform researchers and humanitarian actors looking to design and deliver similar programs in the MENA region or other fragile settings. Key recommendations are discussed in the manuscript, and include to combine synchronous and asynchronous approaches, design concise course materials, limit theoretical pedagogical approaches, ensure topics are contextualized to the region, and consider continuous engagement strategies for learners.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35596195/?utm_source=Firefox&utm_medium=rss&utm_content=1tAPYFRF6IIuy1OFTWk8wVz_r6vdoZgBmYpWwSY9NBAktVwgk2&ff=20220521074736&v=2.17.6">35596195</a> | DOI:<a href=https://doi.org/10.1186/s13031-022-00460-2>10.1186/s13031-022-00460-2</a></p></div> Zoom fatigue and its risk factors in online learning during the COVID-19 pandemic http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293676028%7c1 elearning urn:uuid:e5a56601-71dc-5999-1822-90a39309d935 Thu, 19 May 2022 08:27:37 +0000 <div class="field" > <strong>Author Names:</strong> <span>Salim J.,Tandy S.,Arnindita J.N.,Wibisono J.J.,Haryanto M.R.,Wibisono M.G.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Medical Journal of Indonesia</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293676028%7c1">Zoom fatigue and its risk factors in online learning during the COVID-19 pandemic</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>1</span> </div> <div class="field" > <strong>Volume:</strong> <span>31</span> </div> <div class="field" > <strong>Abstract:</strong> <span>BACKGROUND Global nations have enforced strict health protocols because of the COVID-19&apos;s high transmission, infectivity, and mortality. As shown by increased online learning and video conferencing, the employment and education sectors are shifting to home-based activities. Video conferencing as a communication medium has subtly led to zoom fatigue. This study aimed to analyze the risk factors of zoom fatigue for early prevention and treatment. METHODS This cross-sectional study was conducted on 335 Indonesian university students selected by purposive sampling in July 2021. Data were collected using a demographic questionnaire including online courses duration during the COVID-19 pandemic; Pittsburgh sleep quality index; depression, anxiety and stress scale-21; and zoom &amp; exhaustion fatigue (ZEF) scale through Google Form (Google LLC, USA) distributed via social media and student forums. Association and correlation tests were used, and the model was developed using linear regression. RESULTS The respondents were aged 21.3 (1.8) years with 12.8 (5.1) months of online courses during the COVID-19 pandemic and a ZEF scale of 2.8 (0.9). Students with higher ZEF had irregular physical exercise, poorer sleep quality, longer video conferencing sessions, longer months of courses during the COVID-19 pandemic, and higher mental illness (i.e., stress, anxiety, and depression). Smoking negatively correlated with fatigue (r = -0.12). The model for ZEF showed good predictability for zoom fatigue (p&lt;0.001, R&lt;sup&gt;2&lt;/sup&gt; = 0.57). CONCLUSIONS Daily exposure to video conferencing in educational settings throughout the pandemic has drastically increased zoom fatigue. The stakeholders must act immediately to minimize the risks while providing maximum benefits.&lt;br/&gt;Copyright &amp;#xa9; 2022 Authors.</span> </div> The Impact of Distance and Social Isolation on Brain Morphology, Neural Coupling, Social Connectedness, and Immediacy: Implications for Online Learning http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293676028%7c2 elearning urn:uuid:40bf4221-a4c6-d8e2-9b41-4ddecce6abce Thu, 19 May 2022 08:27:37 +0000 <div class="field" > <strong>Author Names:</strong> <span>DeSumma J.C.,Davis B.J.,Cashman J.T.,Strawbridge R.R.,Amabile A.H.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB journal : official publication of the Federation of American Societies for Experimental Biology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293676028%7c2">The Impact of Distance and Social Isolation on Brain Morphology, Neural Coupling, Social Connectedness, and Immediacy: Implications for Online Learning</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>Supplement 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>36</span> </div> <div class="field" > <strong>Abstract:</strong> <span>INTRODUCTION/OBJECTIVE: Since the start of the Covid-19 pandemic, a consensus has emerged among students and educators that the connectedness inherent in face-to-face (F2F) learning is beneficial, and that something is lost with online course delivery. Feelings of isolation and estrangement from faculty and peers are common, and the potential impact on learning and on the development of social skills needed for patient care is of concern to health educators. The goal of our research project was, therefore, to perform a review of the neuroscience and pedagogical literature to assess the current state of knowledge on the impact of isolation and distance on brain morphology, neurophysiology, and learning. METHODOLOGY: Our group chose to divide literature search activities into two broad categories and to work in pairs focusing either on the neuroscience or the pedagogical literature. Our approach was loosely based on Arksey and O&apos;Malley, and while not a formal scoping review, did use a methodology that was rapid, broad, and aimed at identifying the different types of existing evidence related to our research question. Using various scientific databases the group performed searches using keywords such as &quot;immediacy,&quot; &quot;face to face,&quot; &quot;social isolation,&quot; and &quot;brain volume.&quot; After screening by title 431 abstracts were reviewed by the team, and 76 articles were chosen for full-text review. Please click the following link to see our final reference list: Reference List. &lt;br/&gt;RESULT(S): From the Neuroscience Literature: Both social isolation and loneliness cause brain atrophy, primarily in the medial temporal region. Gene expression decreases and remains low in the hippocampus during periods of prolonged isolation, reflecting decreased ability to consolidate new long-term memories. Significantly more neural coupling takes place between partners during F2F than during back to back or computer mediated dialogue, and natural verbal communication, increased eye contact, and observation of non-verbal facial expressions enhance neural coupling. From the Pedagogical Literature: Interaction, collaboration, and sharing thoughts and feelings F2F all contribute to a sense of community. Students report F2F interactions feel more real, create a feeling of connectedness, and facilitate the formation of relationships. Increased social presence in the classroom can predict actual and perceived cognitive learning. Immediacy that is verbal (e.g. posing questions, discussing personal experience, and informal conversations) and non-verbal (e.g. hand movements, facial expressions, and eye contact) both increase with F2F interactions. Both actual and perceived cognitive learning increase with immediacy. &lt;br/&gt;CONCLUSION(S): With multiple studies showing brain changes with isolation, a student appreciation for immediacy, and the potential impact on cognitive and affective learning of F2F instruction, the evidence presented in this review suggests that caution, and further research, are warranted as educators consider continuation of online course delivery begun during the current pandemic.&lt;br/&gt;Copyright &amp;#xa9; FASEB.</span> </div> You gotta work, BASIL! Reimagining an established CURE to provide high-quality digital learning experiences that are intentionally equitable, inclusive and accessible for all students http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293676028%7c3 elearning urn:uuid:0ffab825-2fdf-434b-0248-f7be8deb5328 Thu, 19 May 2022 08:27:37 +0000 <div class="field" > <strong>Author Names:</strong> <span>Sikora A.K.,Hall B.,Mills S.,Roberts R.,Craig P.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB journal : official publication of the Federation of American Societies for Experimental Biology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293676028%7c3">You gotta work, BASIL! Reimagining an established CURE to provide high-quality digital learning experiences that are intentionally equitable, inclusive and accessible for all students</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>Supplement 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>36</span> </div> <div class="field" > <strong>Abstract:</strong> <span>In recent years, Course-based Undergraduate Research Experiences (CUREs) have become increasingly valuable models to cultivate student interest in research, especially when few other research opportunities at an institution exist. Since the start of the COVID-19 pandemic, there has been the need to operate in an online environment while maintaining high standards. Biochemistry Authentic Student Inquiry Lab (BASIL) students hypothesize and test functions of enzymes from the Protein Data Bank with no known function, utilizing a combination of wet-lab and computational approaches. Here we describe how this CURE was adapted to an online format, simulating the lab environment using a low stakes iterative assessment. Using Google forms, students answer questions about experimental background, procedure and lab safety that correlate with published BASIL experiments. Using a mix of multiple choice, free response, and video/ image-based questions, students engage with the material at a deeper level despite not being physically present in the lab. These forms can function as self-contained experiments or pre-lab/post-lab assignments to enhance the in-lab experience. The BASIL consortium is dedicated to developing high-quality teaching and learning experiences to reach and engage the modern learner. This CURE is flexible and has been found to improve the levels of personal comprehension and knowledge of STEM concepts and research design in students. These online modules provide another way for learners to reap the benefit of research-based courses in an ever-changing educational landscape. Built to equitably and inclusively reach and engage all students, these tools integrate intentional opportunities for community-building and interaction only possible in the digital environment. Novel strategies developed to accommodate all students will help to enhance exposure for undergraduate students to vital STEM research experiences and promote sustainability for institutions.&lt;br/&gt;Copyright &amp;#xa9; FASEB.</span> </div> The trepidatious return to in-person instruction during the COVID-19 pandemic: valuable lessons applied from online teaching using Lt in the face-to-face classroom http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293676028%7c4 elearning urn:uuid:f59ff5a5-554a-1a44-1c84-6597f87596f5 Thu, 19 May 2022 08:27:37 +0000 <div class="field" > <strong>Author Names:</strong> <span>Ford B.M.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB journal : official publication of the Federation of American Societies for Experimental Biology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293676028%7c4">The trepidatious return to in-person instruction during the COVID-19 pandemic: valuable lessons applied from online teaching using Lt in the face-to-face classroom</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>Supplement 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>36</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The speed at which educators have embraced new technologies during the COVID-19 pandemic has been remarkable. This pivot to virtual instruction has been particularly difficult in courses where hands-on experiences are the norm, such as in anatomy and physiology laboratory courses. Now with the transition back to mostly in-person instruction, the anatomy and physiology lab environment has faced a new set of challenges where the want to return to a strictly hands-on experience is being met with the need to still maintain flexibility and accessibility for students placed in quarantine. The anatomy and physiology lab curriculum at the University of the Incarnate Word (UIW) has adapted to this varied set of needs by adopting the use of the web-based laboratory software platform, Lt. Students surveyed during strictly virtual semesters reported a high level of satisfaction with the Lt lab software. Ratings regarding ease of use, support of learning, and overall ratings increased each semester with the highest ratings occurring during the most recent Fall 2021 semester where instruction was mostly in-person and hands-on. This helps to support the widely held belief that students perform best, and that instruction is more effective with face-to-face laboratory courses. With our continued use of Lt, we have found an effective combination of virtual and in-person instruction that best fits our course outcomes while still supporting the flexibility and accessibility our students require.&lt;br/&gt;Copyright &amp;#xa9; FASEB.</span> </div> The benefits of incorporating active learning into online, asynchronous coursework in dental physiology http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emedx%2cemexb%2cempp&AUTOALERT=293676028%7c5 elearning urn:uuid:cfbe42ee-b9da-dc8d-5987-01bc99af55a1 Thu, 19 May 2022 08:27:37 +0000 <div class="field" > <strong>Author Names:</strong> <span>Metz C.J.,Metz M.J.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Daily Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB journal : official publication of the Federation of American Societies for Experimental Biology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emedx%2cemexb%2cempp&amp;AUTOALERT=293676028%7c5">The benefits of incorporating active learning into online, asynchronous coursework in dental physiology</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>Supplement 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>36</span> </div> <div class="field" > <strong>Abstract:</strong> <span>The COVID-19 pandemic required a shift to online learning that posed particular challenges for the education of dental students. Basic science courses were presented in an online, asynchronous format to facilitate small group rotations through preclinical work. The success of active learning was previously examined in a Dental Physiology course, and it was desired to reassess those methods in an online environment. It was unclear whether the loss of the collaborative opportunities during the active learning sessions would negatively impact student perceptions or performance. In the asynchronous, online environment, students were unable to easily share their ideas with their classmates or ask questions of the lecturer in real time. The 120 students enrolled in the first-year Dental Physiology course were provided with pre-recorded sections of content containing learning activities, and the effectiveness was compared with sections of traditional lecture recordings. On surveys, dental students had more positive perceptions of online recordings that incorporated active learning strategies, with higher perceived effectiveness of the lecturer, ability to pay attention, motivation to study, and confidence with the material. This was similar to the previous study, in which face-2-face (F2F) active learning was more positively reviewed than traditional lectures. Compared with these past sections, the online cohort expressed similarly positive perceptions of the active learning sections, but the online traditional lectures were perceived to be less effective than F2F lectures. Despite the differences in student perceptions, unit exam scores were similar for traditional didactic lectures in both online and F2F settings (P=1.000, one-way ANOVA). In the online setting, active learning exam scores were 8.13% higher than traditional lecture recordings (P&lt;0.001, one-way ANOVA and Bonferroni post-hoc test). However, the previous F2F active learning produced significantly higher scores than online active learning on unit exams (P=0.04). While active learning strategies continue to be effective, further research is needed to optimize these methods and engage students in online coursework. The results suggest the importance of active and collaborative learning opportunities in the education of students in physiology coursework.&lt;br/&gt;Copyright &amp;#xa9; FASEB.</span> </div>